scholarly journals Kulttuurienvälinen sopeutuminen dialogisena oppimisprosessina

Prologi ◽  
2010 ◽  
Vol 6 (1) ◽  
pp. 54-59
Author(s):  
Irja Pietilä
Keyword(s):  
Learning Process ◽  
Motivational Factors ◽  
Short Term ◽  
Intercultural Adaptation

Lectio praecursoria tiedotusopin väitöskirjaksi tarkoitetun tutkimuksen Intercultural adaptation as a dialogical learning process. Motivational factors among the short-term and long-term migrants tarkastustilaisuudessa Tampereen yliopistossa 10.6.2010. Vastaväittäjänä toimi professori emerita Liisa Salo-Lee (Jyväskylän yliopisto) ja kustoksena professori emeritus Kaarle Nordenstreng.

Affect in Statistics Cognition

2017 ◽  
pp. 144-187
Keyword(s):  
Online Learning ◽  
Cognitive Development ◽  
Learning Environments ◽  
Learning Process ◽  
Statistics Education ◽  
Short Term ◽  
Online Learning Environments ◽  
Affective Process

This chapter focuses on affective process in statistics education which could influence cognitive development. We begin with a discussion of short-term high-intense affective features (emotions) and use the most well researched construct in computer and statistics education (anxiety) to illustrate how these processes can influence learning. We then discuss long term low intense affective features (moods) and outline how moods can contribute to statistical attitudes. We argue that affective features must be continuously assessed throughout the entire learning process, and discuss theorize how online learning environments can use the principles of differentiation to enhance affect toward statistics education.

Short-term and long-term learners’ motivation modeling in Web-based educational systems

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shahzad Shabbir ◽  
Muhammad Adnan Ayub ◽  
Farman Ali Khan ◽  
Jeffrey Davis
Keyword(s):  
Real Time ◽  
Learning Process ◽  
Educational Systems ◽  
Short Term ◽  
Web Based ◽  
Learner Motivation ◽  
Content Type ◽  
Model Based ◽  
Motivation Model

Purpose Short-term motivation encompasses specific, challenging and attainable goals that develop in the limited timespan. On the other hand, long-term motivation indicates a sort of continuing commitment that is required to complete assigned task. As short-term motivational problems span for a limited period of time, such as a session, therefore, they need to be addressed in real time to keep the learner engaged in the learning process. Similarly, long-term learners’ motivation plays an equally important role to retain the learner in the long run and minimize the risk of dropout. Therefore, the purpose of this study is to incorporate a comprehensive learner motivation model that is based on short-term and long-term aspects of the learners' motivation. This approach enables Web-based educational systems to identify the real-time motivational state of the learner and provide personalized interventions to keep the learners engaged in learning process. Design/methodology/approach Recent research regarding personalized Web-based educational systems demonstrates learner’s motivation to be an essential component of the learning model. This is because of the fact that low motivation results in either students’ less engagement or complete drop out from the learning activities. A learner motivation model is considered to be a set of perceptions and beliefs that the system has developed about a learner. This includes both short-term and long-term motivations of leaners. Findings This study proposed a framework of a domain independent learners’ motivation model based on firm educational theories. The proposed framework consists of two modules. The primary module deals with real-time identification of motivation and logging off activities such as login, forum participation and adherence to assessment deadline. Secondary module maintains the profile of leaners associated with both short-term and long-term motivation. A study was conducted to verify the impact of learners’ motivation model and personalized interventional strategies based on proposed model, using Systematical Information Education Method assessment standards. The results show an increase in motivational index and the characteristics associated with motivation during the conducted study. Originality/value Motivational diagnosis is important for both traditional classrooms and Web-based education systems. It is one of the major elements that contribute in the success of the learning process. However, dropout rate among online students is very high, which leads to incorporate motivational elements in more personalized way because motivated students will retain the course until they successfully complete it. Hence, identifying learner’s motivation, updating learners’ motivation model based on this identification and providing personalized interventions are the key for the success of Web-based educational systems.

scholarly journals The Method of Learning and Its Effect on Memory

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Pamella Sylvia Ann Kelasi
Keyword(s):  
Human Brain ◽  
Learning And Memory ◽  
Learning Process ◽  
Long Term Memory ◽  
Short Term ◽  
Learning Methods ◽  
Term Memory ◽  
Past Experiences

Aim: To find out the relation between the types of learning and memory. Objective: To conclude that the types of learning relates to short term and long term memory. Background and Reason: Memory is the ability to encode, store, retain and subsequently recall information and past experiences in the human brain. Individuals differ in their level of memory. Its really fascinating to know the uniqueness in their memory. So the reason behind this research is to find out the uniqueness and methods followed by the individuals in their learning process. This study can also help in giving ideas to improve the memory and thus learning methods among individuals.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Ultrastructural investigations of MDL 19,660-induced effects on the canine platelet and megakaryocyte

1990 ◽  
Vol 48 (3) ◽  
pp. 374-375
Author(s):  
D.E. Loudy ◽  
J. Sprinkle-Cavallo ◽  
J.T. Yarrington ◽  
F.Y. Thompson ◽  
J.P. Gibson
Keyword(s):  
Antidepressant Drug ◽  
Beagle Dogs ◽  
Long Term Effects ◽  
Short Term ◽  
Platelet Counts ◽  
Toxicological Studies ◽  
Induced Aggregation ◽  
Internal Architecture

Previous short term toxicological studies of one to two weeks duration have demonstrated that MDL 19,660 (5-(4-chlorophenyl)-2,4-dihydro-2,4-dimethyl-3Hl, 2,4-triazole-3-thione), an antidepressant drug, causes a dose-related thrombocytopenia in dogs. Platelet counts started to decline after two days of dosing with 30 mg/kg/day and continued to decrease to their lowest levels by 5-7 days. The loss in platelets was primarily of the small discoid subpopulation. In vitro studies have also indicated that MDL 19,660: does not spontaneously aggregate canine platelets and has moderate antiaggregating properties by inhibiting ADP-induced aggregation. The objectives of the present investigation of MDL 19,660 were to evaluate ultrastructurally long term effects on platelet internal architecture and changes in subpopulations of platelets and megakaryocytes.Nine male and nine female beagle dogs were divided equally into three groups and were administered orally 0, 15, or 30 mg/kg/day of MDL 19,660 for three months. Compared to a control platelet range of 353,000- 452,000/μl, a doserelated thrombocytopenia reached a maximum severity of an average of 135,000/μl for the 15 mg/kg/day dogs after two weeks and 81,000/μl for the 30 mg/kg/day dogs after one week.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Abstract #283 Diabetes Increases Short-Term but not Long-Term Risk of Fracture: A Community-Based Study

2019 ◽  
Vol 25 ◽  
pp. 114
Author(s):  
Alyssa Dufour ◽  
Setareh Williams ◽  
Richard Weiss ◽  
Elizabeth Samelson
Keyword(s):  
Short Term ◽  
Community Based ◽  
Risk Of Fracture

Abstract #238: Improved Short Term and Long Term Outcomes of Early Insulin Initiation in Type 2 Diabetes Over 10 Years

2017 ◽  
Vol 23 ◽  
pp. 50
Author(s):  
Jothydev Kesavadev ◽  
Shashank Joshi ◽  
Banshi Saboo ◽  
Hemant Thacker ◽  
Arun Shankar ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Insulin Initiation ◽  
Long Term Outcomes ◽  
Short Term

Anticoagulation in addition to dual antiplatelet therapy has no impact on long-term follow-up after endovascular treatment of (sub)acute lower limb ischemia

VASA ◽  
2019 ◽  
Vol 48 (4) ◽  
pp. 321-329
Author(s):  
Mariya Kronlage ◽  
Erwin Blessing ◽  
Oliver J. Müller ◽  
Britta Heilmeier ◽  
Hugo A. Katus ◽  
...  
Keyword(s):  
Endovascular Treatment ◽  
Antiplatelet Therapy ◽  
Dual Antiplatelet Therapy ◽  
Limb Ischemia ◽  
Bleeding Complications ◽  
Severe Bleeding ◽  
Short Term ◽  
Long Term Follow Up

Summary. Background: To assess the impact of short- vs. long-term anticoagulation in addition to standard dual antiplatelet therapy (DAPT) upon endovascular treatment of (sub)acute thrombembolic occlusions of the lower extremity. Patient and methods: Retrospective analysis was conducted on 202 patients with a thrombembolic occlusion of lower extremities, followed by crirical limb ischemia that received endovascular treatment including thrombolysis, mechanical thrombectomy, or a combination of both between 2006 and 2015 at a single center. Following antithrombotic regimes were compared: 1) dual antiplatelet therapy, DAPT for 4 weeks (aspirin 100 mg/d and clopidogrel 75 mg/d) upon intervention, followed by a lifelong single antiplatelet therapy; 2) DAPT plus short term anticoagulation for 4 weeks, followed by a lifelong single antiplatelet therapy; 3) DAPT plus long term anticoagulation for > 4 weeks, followed by a lifelong anticoagulation. Results: Endovascular treatment was associated with high immediate revascularization (> 98 %), as well as overall and amputation-free survival rates (> 85 %), independent from the chosen anticoagulation regime in a two-year follow up, p > 0.05. Anticoagulation in addition to standard antiplatelet therapy had no significant effect on patency or freedom from target lesion revascularization (TLR) 24 months upon index procedure for both thrombotic and embolic occlusions. Severe bleeding complications occurred more often in the long-term anticoagulation group (9.3 % vs. 5.6 % (short-term group) and 6.5 % (DAPT group), p > 0.05). Conclusions: Our observational study demonstrates that the choice of an antithrombotic regime had no impact on the long-term follow-up after endovascular treatment of acute thrombembolic limb ischemia whereas prolonged anticoagulation was associated with a nominal increase in severe bleeding complications.

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